2. What are Functional Skills? How do they fit in and how will they be assessed? What do we need to do?

3. What are functional skills? The DfES defined functional skills as: ‘the core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills, and understanding that will enable them to operate confidently effectively and independently in life and at work.’ 14-19 Education and Skills: Implementation Plan (DfES, 2005a ) The intention is that, in due course, functional skills qualifications will provide a single ladder of achievement from Entry to Level 3 that is available to all learners aged 14+ in all sectors.

4. A problem solving approach A key characteristic of functional skills is that they are based on a problem solving approach. Learners who are ‘functionally skilled’ are able to use and apply the English/mathematics/ICT they know to tackle problems that arise in their life and work. Clearly, teachers cannot know what English/mathematics/ICT their learners will use as they move through their lives. This means that we cannot identify a curriculum core that every learner will use. Instead, and much more powerfully, learners should be taught to use and apply the English/mathematics/ICT that they know, and to ask for help with the areas in which they are less confident. It is essential to think of learners becoming functional in their English/ mathematics/ICT, rather than thinking that there is a vital body of knowledge, known as functional English/mathematics/ICT. The implications for teaching and learning are significant and will need to be introduced gradually and thoughtfully, but they do not threaten aspects of existing good practice.

5. A problem solving approach A key characteristic of functional skills is that they are based on a problem solving approach. Learners who are ‘functionally skilled’ are able to use and apply the English/mathematics/ICT they know to tackle problems that arise in their life and work. Clearly, teachers cannot know what English/mathematics/ICT their learners will use as they move through their lives. This means that we cannot identify a curriculum core that every learner will use. Instead, and much more powerfully, learners should be taught to use and apply the English/mathematics/ICT that they know, and to ask for help with the areas in which they are less confident. It is essential to think of learners becoming functional in their English/ mathematics/ICT, rather than thinking that there is a vital body of knowledge, known as functional English/mathematics/ICT. The implications for teaching and learning are significant and will need to be introduced gradually and thoughtfully, but they do not threaten aspects of existing good practice.

6. A problem solving approach A key characteristic of functional skills is that they are based on a problem solving approach. Learners who are ‘functionally skilled’ are able to use and apply the English/mathematics/ICT they know to tackle problems that arise in their life and work. Clearly, teachers cannot know what English/mathematics/ICT their learners will use as they move through their lives. This means that we cannot identify a curriculum core that every learner will use. Instead, and much more powerfully, learners should be taught to use and apply the English/mathematics/ICT that they know, and to ask for help with the areas in which they are less confident. It is essential to think of learners becoming functional in their English/ mathematics/ICT, rather than thinking that there is a vital body of knowledge, known as functional English/mathematics/ICT. The implications for teaching and learning are significant and will need to be introduced gradually and thoughtfully, but they do not threaten aspects of existing good practice.

7. This is not simply a matter of young people not being ‘good at maths’ or ‘not being able to spell and punctuate’. While some may have these weaknesses, the real problem is that even those who can demonstrate the knowledge and understanding required by GCSE do not know how to use and apply their knowledge in practical work-based contexts; this is a problem of skills rather than of knowledge. Functional skills are not only about knowledge – they are about the use and application of English, mathematics and ICT in real contexts

9. How do they fit in?

10. How will they fit in? Functional skills will be: Available as free standing qualification for learners aged 14 and over Embedded in the new KS3 (level 1) and KS4 (level 2) programmes of study A mandatory component of the new Diplomas

11. …and how will they be assessed? The assessment methods for functional skills qualifications must be fit for purpose across a wide range of learners in a wide range of contexts. It may be that no one method will be appropriate to all settings. Many of the principles are common to all three functional skills, including: the assessment can be entirely task-based, or a combination of tasks with test-style items the assessment should not be entirely test-based assessment items may be externally set by an awarding body or requirements may be externally set and provide for internally contextualised task-based assessments assessment is of the candidate’s own ability to solve a problem or reach an outcome by independent application of skills

12. What do we need to do? QIA (the Quality Improvement Agency) has identified ten Critical Success Factors Promoting a positive agenda for functional skills Implementing an effective curriculum model Establishing clearly defined roles and responsibilities Coordinating activity across the institution/consortium Delivering effective teaching and learning Establishing clear assessment procedures, both internal and external Using resources efficiently and effectively Embedding quality assurance Delivering appropriate staff development Reviewing and planning ahead Which of these can we plan for now? Which of these are your responsibility? Whose responsibility are the others?

13. www.deseducation.org/functionalskills English – Bekah Mardall Maths – Richard Perring ICT – Graham Sims